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This is one of the few books dealing exclusively with Secondary education. It provides an extensive as well as an in-depth analysis of all important issues and problems relating to secondary education. The period covered in this book is since 1813 however focus is on the contemporary period. The volume is organized on three themes namely Development of Secondary Education in India Issues and Problems and School Management and it takes note of financial aspect also. It highlights the often forgotten element that secondary education is the terminal stage for the majority of the population in India and as such it should receive priority over other stages of education. The book may be an essential reading for a wide range of potential readers having interest in the subject. Table of Contents : Preface UNIT I: DEVELOPMENT OF SECONDARY EDUCATION IN INDIA 1. Nomenclature of Secondary Education and the Characteristics of Learners at this Stage     1.1 Nomenclature of Secondary Education/School-World Overview 1.2 Nomenclature of Secondary Education/Secondary School in India 1.3 Characteristics of the Secondary Stage 1.4 Central Advisory Board of Education (CABE) Committee 2004-2005 on the Characteristics of Secondary Education 2. Significant Developments in Secondary Education in India During the Pre-Independence Period 2.1 Important Documents and Policy Decisions Having Bearing on Secondary Education 2.2 Charter Act of 18 I3 2.3 Macaulay's Minute of 1835: Macaulay as the Architect of the British System of Education in India 2.4 Lord William Bentinck's Resolution (March 7, 1835) 2.5 Formulation of the Education Policy in India 2.6 Lord Harding's Proclamation (1844) 2.7 The Despatch of 1854 and It Impact on Secondary Education 2.8 The Hunter Commission (1882) and Its Impact on Secondary Education 2.9 The University Commission of 1902 and Its Impact on Secondary Education 2.10 National Education Movement and National Council of Education (1906) 2.11 The Calcutta University Commission or the Sadler Commission of 1917 and Its Impact on Secondary Education 2.12 The Hartog committee 1929 and Its Impact on Secondary Education 2. I3 The Sapru Committee of 1934 and Its Impact on Secondary Education 2.14 The Abbot-Wood Report (1936-37) and Its Impact on Secondary Education 2.15 The Sargent Report 1944 and Its Impact on Secondary Education 2.16 Expansion of Secondary Education 2.17 An Overview of the System of Secondary Education in India During the British Period 3. Secondary Education Commission (1952-53) 3.1Pattern of Education Including Secondary Education as It Existed at the Time of the Appointment of the Secondary Education Commission 3.2 Background to the Appointment of the Secondary Education Commission (1952-53) 3.3 Appointment of the Secondary Education Commission (1952-53) 3.4 Terms of Reference 3.5 Functioning of the Commission 3.6 Major Recommendations of the Commission 3.7 Evaluation of the Report and Its Impact 3.8 Impact of the Report of the Secondary Education Commission 3.9 Secondary Education Commission on the Construction of the Curriculum at the Higher Secondary Stage 3.10 Secondary Education Commission on Different Types of Secondary Schools Including Multipurpose Schools 4. Indian Education Commission or Kothari Commission (196466) on Secondary Education 4.1 Background of the Appointment of the Education Commission 4.2 Composition of the Kothari Commission 4.3 Terms of Reference 4.4 Essence of the Report -Needed Educational Revolution 4.5 Important Issues in Secondary Education (Classes VIII-XII) 4.6 National Structure of Education-Proposed by Kothari Commission 4.7 Education Commission on Curriculum Reform 4.8 Religious Education and Secular Education 4.9 Education Commission and Teachers 4.10 Common School System 4.11 Equalisation of Opportunities 4.12 Vocationalisation at the Higher Secondary Stage 4.13 Implementation of the Recommendations of the Education Commission 5. NPE (1986), Ramamurti Committee (1990-91) and Programme of Action (1992)     5.1 Secondary Education and National Policy on Education (1986) 5.2 Need for the Formulation of NPE (1986) 5.3 Process for the Formation of the NPE 5.4 Salient Features of NPE 5.5 NPE on Secondary Education 5.6 Pace-Setting Schools 5.7 Vocationalisation 5.8 Reorienting the Content and Process of Education (Part 8) 5.9 National Policy on Education, 1986: Programme of Action (POA) (1986) 5.10 Evaluation and Observations on NPE 1986 and Programme of Action 1986 5.11 Committee for Review or Ramamurti Committee on National Policy on Education, 1986 5.12 Observations on the Report 5.13 Revised National Policy on Education (1992) 5.14 NPE and Programme of Action 1992 5.15 Observations and Implementation of the Programme of Action 6. Constitutional Obligations Related to Education (With Special Reference to Secondary Education) 6.1 Education in the Concurrent List 6.2 Various Constitutional Provisions Relating to Education 6.3 Educational Administration at the National Level 6.4 A Meaningful Partnership 6.5 Constitutional Provisions and Designed Changes in Secondary Education UNIT II : SECONDARY EDUCATION IN INDIA PROBLEMS AND ISSUES 7. General Aims of Secondary Education 7.1 Significance of Secondary Education and Needs of India 7.2 Secondary Education Commission on Aims of Secondary Education in India 7.3 Aims of Secondary Education arid Education Commission (1964-    6) 7.4 Aims of Secondary Education According to Ishwar Bhai Patel     ommittee (1977) 7.5 Aims of Secondary Education as Stipulated in the National     ommittee on Higher Secondary Education or +2 Committee or Adiseshiah Committee (1977-78) 7.6 Aims of Secondary Education According to NPE, 1986 7.7 Aims as Formulated by the International Commission for the     wenty-First Century (1993-96) 7.8 Aims of Secondary Education in Behavioural or Functional or Operational Terms 7.9 Broad Aims of Education Including Secondary Education as Visualised in the National Curriculum Framework 2005 (NCERT) 7.10 Summing Up the Aims of Secondary Education 8. Quality of Secondary Education 8.1 Meaning of Quality in Secondary Education 8.2 Quality of Secondary Education in Terms of Aims 8.3 Improving the Quality of Secondary Education 9.Qualitative Expansion and Universalisation of Secondary Education: Financing in India 9.1 Reasons for Expansion of Secondary Education 9.2 Observations and Recommendations of the CABE Committee on Universalisation of Secondary Education (2004-05) 9.3 Financial Projections 10. Secondary Education for the Twenty-First Century 10.1 UNESCO International Expert Meeting (2001) 10.2 Executive Summary of the Consensus of the UNESCO International Expert Meeting 10.3 General and Selective (Vocational) Education 10.4 Cognitive and Behavioural Outcomes 10.5 Other themes identified by the meeting that Secondary Education is, or will be, facing in achieving its new objectives and functions included: 10.6 Resources and/or Strategies Needed to Respond to the New Objectives and Functions of Secondary Education and to Manage the Themes or Dilemmas 11. Secondary Education Curriculum 11.1 Curriculum Construction Framework 11.2 Mechanism of Curriculum Development in India 11.3 Brief History of Curriculum Reforms in India 11.4 National Curriculum for Elementary and Secondary Education (1988) 11.5 NCERT 'National Curriculum Framework for School Education' (2000) 11.6 National Curriculum Framework (2005) 11.7 Evaluation of the National Curriculum Framework for School Education 11.8 CBSE Scheme of Studies 12. Methods of Teaching 12.1 Need for Dynamic Methods of Teaching 12.2 Meaning of Teaching Method 12.3 Objectives and Characteristics of Good Methods of Teaching 12.4 Classification of Methods of Teaching 12.5 Brief Description of Methods of Teaching 12.6 Important Methods of Teaching 12.7 Relative Merits and Limitations of Teaching Methods 12.8 Inductive and Deductive Methods of Teaching 12.9 Analytical-Synthetic Method 12.10 Problem solving Method of Teaching 13. Human and Physical Resources 13.1 Concept and Meaning of Human and Physical Resources 13.2 Human Resources 13.3 Norms for Post Fixation 13.4 Norms for Human and Physical Resources for Secondary School (Classes IX and X) Recommended by Central Advisory Board of Education Committee (CABE Committee), Department of Education, Ministry of Human Resources Development, Government of India (2004-2005) 13.5 School Plant 13.6 Selection of School Site or Place 13.7 Higher Secondary School Buildings: Area Requirements for Different Rooms/Purposes 13.8 Types of Building Design of School (Generally Applicable to a Government school) 13.9 Secondary School Laboratories 13.10 The Playground as the Uncovered School 13.11 National Policies on Education (1986 1992): School Infrastructure 14. Administration of Secondary Education 14.1 Vital Role of the State Government in Secondary Education 14.2 State Level Educational Bodies in the Field of Secondary and Higher Secondary Education or Relating to Secondary and Higher Secondary Schools 14.3 School Boards of Education 14.4 State Council of Educational Research and Training 14.5 Administration of the School and Education Code 14.6 The Head of the Secondary School 14.7 Important Management Roles 14.8 Duties and Responsibilities of the Head of the School 14.9 Delegation of Authority/Power 14.10 Accountability in School Education: Importance, Need and Meaning 15. Evaluation 15.1 Meaning of Evaluation 15.2 Triangle of Objectives, Learning Experience and Evaluation 15.3 Purposes of Evaluation 15.4 Total Scheme of Comprehensive Evaluation 15.5 Evaluation Devices or Tools 15.6 Continuous and Comprehensive Evaluation (CEE) 15.7 Main Types of Evaluation 15.8 Summative Evaluation 15.9 Formative Evaluation 15.10 Criterion-Referenced Test or Criterion Reference Evaluation 15.11 Norm-Referenced Test (NRT) or Nonn-Referenced Evaluation 15.12 Diagnostic Evaluation 15.13 Traditional System of External and Internal Examinations 15.14 Reforms in the System of Examinations 15.15 Design of the Question Papers (Secondary/Senior Secondary) 15.16 Grading Scheme of the Central Board of Secondary Education (CBSE, Delhi) 15.17 Cumulative Record Card 15.18 Characteristics of a Cumulative Record 16. Vocationalisation of Education'at the Secondary Level 16.1 Meaning of Vocationalisation of Education 16.2 Need for Vocational Education at the Secondary Stage 16.3 Major Steps Taken in Vocationalisation of Education 16.4 Targets Set and Achieved in NPE, 1986 and 1992 16.5 Slow Progress and Problems of Vocationalisation 16.6 Suggestions for Accelerating Vocationalisation of Secondary Education 17. Distance Education and Open Learning 17.1 Nomenclature of Distance Education and Learning 17.2 Meaning of Distance Education 17.3 Correspondence Education, Open Learning, Formal Education and Distance Education 17.4 Chief Characteristics of Distance Education 17.5 Main Objectives of Distance Education 17.6 Merits and Limitations of Distance Education 17.7 Brief History of Distance Education in India 17.8 Distance System of Education at Work 17.9 National Institute of Open Schooling (NIOS) 17.10 Objectives 17.11 Courses Offered 17.12 Examination System 17.13 Public Examination/Scheme of Examination 18. Teacher Education at Secondary Level: Pre-Service and In-Service 18.1 Meaning of Teacher Education 18.2 Need and Significance of Teacher Education 18.3 Objectives of Secondary Teacher Education and Higher Secondary Teacher Education 18.4 Types of Teacher Education and Institutions 18.5 State of Teacher Education in India: Shortcomings 18.6 Revitalising and Modernisation of Pre-Service Teacher Education 18.7 In-Service Education of Teachers 18.8 National Council for Teacher Education (NCTE) UNIT III : SPECIFIC ISSUES AT THE SECONDARY LEVEL 19. Moral Education 19.1 Introduction 19.2 Need for Moral Education 19.3 Definition and Meaning of Moral Values 19.4 Development of Moral Values 19.5 Moral-oriented Thoughts from Religious Scriptures 19.6 Illustrative List of Programmes and Moral Values Inculcation 19.7 Role of the Teacher in the Promotion of Moral Values Among Students 19.8 Summing Up 20. Women's Education 20.1 Importance of Women's Education 20.2 Progress of Women's Education in India 20.3 Wide Gap Between Girls' Education and Boys' Education 20.4 Measures for the Promotion of Girls' and women Education 20.5 Committees and Commissions on Women's Education 20.6 Differentiation of Curricula for Boys and Girls 20.7 Co-Education at the Secondary Stage 20.8 Empowerment of Women: Equality and Education 20.9 NPE and Education of Girls 21. Study of Secondary Education System in USA, UK, Germany and Japan 21.1 Secondary Education System in USA 21.2 Secondary School as the Key Stone 20.3 Objectives of Secondary Education 21.4 Salient Features of Secondary Education 21.5 Curriculum 21.6 Beyond the Curriculum 21.7 Vocational Education 21.8 Problems at the Secondary Stage of Education in the USA 21.9 Secondary Education System in the UK 21.10 Secondary Education in England and Wales: Chief Features 21.11 Grammar Schools 21.12 Secondary Education in Germany 21.13 Secondary Education in Japan 21.14 Comprehensive Schools 21.l5 Public Schools UNIT IV: SCHOOL MANAGEMENT 22. Concept of School Management: Characteristics and Scope 22.1 Meaning of the Concept School Management 22.2 Characteristics of School Management 22.3 Objectives of School Management 22.4 Main Function of School Management 22.5 Scope of School Management: 5 M's 22.6 School Management Process 22.7 Principles of Efficient School Management 22.8 Flexibility and Not Rigidity in School Management: Management Good Servant but a Bad Master 22.9 Changing Concept, Functions and Scope of School Management: Factors Affecting School Management 22.10 Autocratic and Democratic School Management 22.11 Chief characteristics of a Well Managed School 23. Management of Human and Material Resources: Role of the Head of the School 23.1 The Authoritarian Manager and the Democratic Manager 23.2 Concept of Human-Oriented Management and Leadership 23.3 The Head of the School and Human Relations Including Relations with the Staff 23.4 Staff Meetings 23.5 Managing Human Relations with Students Parents and the Community 23.6 Significance of Each Letter of the word 'Headmaster': Qualities of the Head of the school 23.7 Managing Material Resources 23.8 Meaning of Physical Resources 23.9 Principles of Managing Material Resources 23.10 Management of School Finances 23.11 Major Characteristics or Qualities of the Head of the School for the Management of Human Resources and Material Resources 24. School Time-Table 24.1 Concept of School Time-table 24.2 Significance of the School Time-table: Spark Plug of the School 24.3 Types or Forms of a School Time-table 24.4 Principles of School Time-table Construction 24.5 Problems in the Construction of the Time-table 24.6 Tyranny of the School Time-table and Modem Protests: Flexibility of Time-table 25. Classroom Management: Role of the Teacher 25.1 Meaning and Concept of Classroom Management 25.2 Significance of Classroom Management 25.3 Importance of the Classroom as a Social Group 25.4 Four-Fold Process of Class-Room Management 25.5 Principles of Classroom Management 25.6 Influencing Factors of Classroom Management 25.7 Important Elements in the Classroom Management 25.8 Techniques of Classroom Management 25.9 Class Discipline: Code of Behaviour 25.10 Instructional Input 25.11 Instructional Input and Teaching Skills 25.12 Discipline (School Discipline and Class Discipline) 25.13 Manifold Roles of the Teacher 25.14 Characteristics and Qualities of an Effective Teacher 25.17 Summing up the Characteristics of an Effective Teacher 25.18 'A' to 'Z' of Effective Teacher and Effective Classroom Management and Instruction 25.19 Social Management and Classroom Management 26. Maintenance of School Records 26.1 Indispensability of School Records 26.2 Need of School Records 26.3 Need of School Records for the School Management, Classroom Teachers and Pupils 25.4 Maintenance and Essential Requisites of School Records 26.5 Mode of Keeping Records 26.6 Broad Classification or Type of School Records 26.7 Description of Some Important Records 26.8 Specimen of School Records 27. Organising School Library 27.1 Importance of the School Library: Library as the Hub and Centre of School Life 27.2 Important Functions of a School Library 27.3 State of School Libraries in India 27.4 Main Characteristics of a Well Managed School Library 27.5 Encouraging Students to Make the Best Use of School Library 27.6 Central or Class Library 27.7 Role of the Teachers in Encouraging Students to Use Library 28. Organisation of Co-Curricular Activities 28.1 Concept of Co-curricular Activities 28.2 Types of Co-curricular Activities 28.3 Importance of Co-Curricular Activities 28.4 Principles of Organising Co-curricular Activities 28.5 Role of a Teacher in Co-curricular Activities 28.6 Causes of Lack of Due Interest among the Students in the Co-curricular Programme 28.7 Causes of the Lack of Interest among Teachers in Organising Co-curricular Activities 28.8 Limitations of a Co-curricular Programme 27.9 Description of Various Co-curricular Activities About author : J.C. Aggarwal is a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks Delhi Administration Delhi. He worked at the grassroots level as a Post-graduate teacher principal plan evaluation officer and educational supervisor and administrator. He also taught in a Post-graduate Teacher Training College. He is widely traveled and has written extensively on education and contemporary issues. S Gupta is Post Graduate from Delhi University Delhi and has been associated with teaching for the last twenty years. She has widely travelled and participated in several school programmes. She has authored a book entitled Education in Emerging India and co-authored three books.